## The Mount Vernon Arithmetic, Part 1 |

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12 cents 25 cents 37 cents 50 cents 60 minutes amount Answers apples Arithmetical asked barrels black-board boat boy receive bridge bushel cage calculate carriage ciphers columns Combinations contained counting crossed divisor dollars eight English shilling Explain father feet long figures fishing following examples four fourth gave gentleman girl going hens horse hour hundred thousand JACOB ABBOTT kite lady LESSON Let the teacher Long Division manner marbles metic miles minuend minutes Mount Blanc MOUNT VERNON multiplicand MULTIPLICATION TABLE multiplier nine nuts paid panes passengers perform pounds pupils purchase quarts receive in change remained ride river sail scholars seeds six cents skates slates sold squirrel steamboat steps string subtracted Suppose third tick told took transcribe trees twelve cents twenty vinculum water-melons week White Mountains whole expense whole number worth Write yards zzz,zzz

### Popular passages

Page 103 - When the multiplier is 10, 100, 1000, or 1 with any number of ciphers annexed, annex as many ciphers to the multiplicand as there are ciphers in the multiplier, and the multiplicand, so increased, will be the product required.

Page 125 - When the multiplier is 10, 100, 1000, &c., the multiplication may be performed by simply removing the decimal point as many places towards the right, as there are ciphers in the multiplier. (Arts.

Page 129 - Explain to the pupil that the square of any number is the product obtained by multiplying that number by itself. Thus 9 is the square of 3, because 3 multiplied by 3 gives the product 9.

Page 17 - Common knowledge comes next; the number of hours in a day, days in a week, weeks in a month...

Page v - IT is generally the object, in text-books on Arithmetic, to give a sufficient number of problems under each rule to exemplify and illustrate the process, so that it may be fully understood by the pupil. But experience in teaching Arithmetic shows us that much more than this is required. It is not enough that the pupil understands an arithmetical process, nor that he is simply able to perform it.

Page v - But experience in teaching Arithmetic shows us that much more than this is required. It is not enough that the pupil understands an arithmetical process, nor that he is simply able to perform it. He must become thoroughly accustomed to the performance of it, by means of long-continued practice, until the principles involved, and the methods to be pursued, in all the various modifications which may arise, become completely and permanently familiarized to the mind.